Diffusion metamaterials for plasma transport

Plasma technology has found widespread applications in numerous domains, yet the techniques to manipulate plasma transport predominantly rely on magnetic control. In this review, we present a streamlined diffusion-migration method to characterize plasma transport. Based on this framework, the viability of the transformation theory for plasma transport is demonstrated. Highlighted within are three model devices designed to cloak, concentrate, and rotate plasmas without significantly altering the density profile of background plasmas. Additionally, insights regarding potential implications for novel physics are discussed. This review aims to contribute to advancements in plasma technology, especially in sectors like medicine and chemistry.Comment: For more details, see Chapter 15 of the forthcoming Springer monograph entitled "Diffusionics: Diffusion Process Controlled by Diffusion Metamaterials.

Walking on the Red Brick Path: A Portrait of African-American Women\u27s Experiences with the Built Environment of a Predominantly White Institution

“Space, like language, is socially constructed; and like the syntax of language, the spatial arrangements of our buildings and communities reflect and reinforce the nature of gender, race, and class relations in society” (Weisman, 1992, p. 2). While institutions of higher education have granted physical access to African-American women over the last 150 years, their presence on American campuses has not been readily reflected in the physical design of the walls within which they learn. In examining the historical foundations of institutions of higher education, we cannot deny institutions consciously embed their values and basic assumptions within their physical manifestation (Bess & Dee, 2008). The architectural design of a campus reflects its history as well as its future aspirations (Markus & Cameron, 2002). In this way, the built educational environment has an important role in shaping and informing its community members of what education looks and feels like (Strange & Banning, 2001). The message of predominantly white institutions still remains founded in the voice and values of those in power. Therefore, in order for African-American women to succeed in the academy, they have adapted their racial and gender identities to fit the predominant culture (Fordham, 1993). However, the hidden and unspoken messages that reflect the historical, social, and cultural context of American societal discrimination based on race and gender still remain in the built educational environment. In order to center the voices, experiences, and perceptions of African-American women within a predominantly white community, this study uses a critical black feminist lens. In addition, through an interdisciplinary conceptual model founded on the tenets of equal access federal policy, semiotics, organizational cultural transmission, and inclusive excellence, this study seeks to explore the dynamic that occurs between the built educational environment and its AfricanAmerican female students. Utilizing the portraiture methodology, nine women participated in the study through cognitive tours, individual interviews, self-reflective journaling, and photo documentation. The findings of the study depict a portrait of African-American women’s ability to reclaim the built educational environment of their predominantly white institution by physically and psychologically walking on its red brick path

Obstacles to wearable computing

In the year 2021, wearable technology could look beautiful and feel magical, but instead is exemplified by a plain wristband that looks suspiciously like a prison monitor. How can we make wearable technology that respects our privacy, enhances our daily lives, integrates with our other connected devices without leashing us to a smartphone, and visually expresses who we are? This study uses a novel method of participatory design fiction (PDFi) to understand potential users of everyday wearable technology through storytelling. I recruited participants from the general public and gave them a five-point prompt to create a design fiction (DF), which inspired the user-centred design of an everyday connected wearable device. The participants each received a technology probe to wear in the wild for a year. They then updated their DFs as a way to reflect on the implications of the technology. For the purposes of privacy, augmenting device functionality through interoperability, and integration into an Internet of Things (IoT) ecosystem, I used the Hub-of-All-Things personal data store to provide the software infrastructure. By listening to their stories, we can elicit design concepts directly from the users, to help us create wearable IoT devices that put the wearer at the centre of the design process, and are satisfying both functionally and emotionally.The Alan Turing Institute Doctoral Scheme, University of Cambridge Department of Computer Science and Technology, The Kenneth Hayter Memorial Fun

Human Capital Formation and Return Migration within Mong Communities in Rural/Semi-Rural Northern California

This research uses computational grounded theory to explore the human capital formation and stay/return migration experiences of well-educated Mong adults living in various rural/semi-rural Northern California localities within Butte, Yuba, and Sutter Counties. Rural vitality is dependent on the return of these well-educated rural-raised adults. Out-migration of rurality’s best and brightest contributes towards a brain drain and the hallowing out of rurality’s human capital. Findings of this research is conveyed using two research articles examining two different points on the continuum of rural vitality. The first article examines 19 Mong adults’ educational experiences within their rural communities and college education. The second article examines the experiences and factors for the same Mong adults to stay or return. The seven emerging themes describe Mong students’ social capital within their communities towards educational attainment and place affinity

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